英语教材中的输入频次对中国高中生学习介词in的影响

发布时间：2018-05-22 20:03

本文选题：输入频次 + 介词in　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：英语介词语义复杂,给英语学习者造成很大的困扰。由于中国学生以英语教材作为学习英语的主要载体,因此英语教材中介词语义的输入频次可能会对中国学生的介词习得产生一定的影响。输入是二语学习中的重要因素,输入频次如何影响二语习得特别是词汇习得一直是值得研究和探讨的问题。自从Ellis(2002)提出了以频次为中心的二语习得理论,国内外掀起了研究输入频次的热潮。在二语词汇习得方面,大部分研究者主要研究输入频次对二语中实义词习得的主要影响,而很少有研究者探索教材中不同语义的输入频次对功能词,特别是对介词习得的影响。以认知语言学为框架,本文将探索介词in在英语教材中空间语义和隐喻语义的输入频次以及英语学习者的二语水平对中国高中生介词in习得的影响。本研究分为两步,首先以人教版高中英语教材前五册作为研究教材,依据马书红(2007)和TylerEvans(2004)的研究,对教材中出现的介词in的语义进行收集和分析,并得出介词in的空间和隐喻语义在教材中的输入频次。其次本研究选取××市第一中学的120名高二学生,按照两次期中考试和两次期末考试将学生的英语成绩分成高中低三个水平组。在学生学习完英语教材第五册时,对学生进行英语介词测试,在测试题目中介词in的空间语义和隐喻语义全部在英语教材前五册中出现过。测试结束后,对学生英语介词in的习得结果进行定量、定性分析。数据分析结果表明:(1)英语教材中输入频次对介词in的空间语义习得的影响较为显著,介词in空间语义的习得并不随着教材中输入频次的提高而提高。英语教材中输入频次对介词in的隐喻语义习得影响不显著,介词in隐喻语义的习得并不随着教材中输入频次的提高而提高。通过相关理论和测后访谈,研究发现介词in语义的典型性、母语迁移、教材中介词in语义的输入分布、学生的注意会影响输入频次的作用。(2)英语学习者的二语水平对介词in的空间语义习得影响较为显著,介词in的空间语义习得随着二语水平的提高而提高。英语学习者的二语水平对介词in的隐喻语义习得影响较为显著,介词in的隐喻语义习得随着二语水平的提高而提高。通过相关理论和测后访谈,研究发现学生的动机、对英语教材的利用、有效的学习方法会影响学生的介词习得。(3)总体来说,英语教材中输入频次和英语学习者二语水平的交互作用对介词in的空间语义和隐喻语义习得的影响不显著,教材中空间语义和隐喻语义的输入频次对学习者习得介词in的影响不受学习者二语水平的干扰。本研究对输入频次和介词习得研究领域具有一定的理论意义和实践意义,对高中教材的编纂,介词语义的讲授以及介词语义的习得方法提供一定的意见与建议。
[Abstract]:The semantic complexity of English prepositions has caused great difficulties for English learners. Since Chinese students use English textbooks as the main carrier for learning English, the frequency of preposition semantic input in English textbooks may have a certain impact on the acquisition of prepositions by Chinese students. Input is an important factor in second language learning. How input frequency affects second language acquisition, especially vocabulary acquisition, has always been a problem worth studying and discussing. Since Ellisher 2002 put forward the frequency-centered second language acquisition theory, there has been an upsurge in the study of input frequency at home and abroad. In the aspect of second language vocabulary acquisition, most researchers mainly study the influence of input frequency on the acquisition of real words in second language, while few researchers explore the influence of different semantic input frequency on the acquisition of functional words, especially prepositions. In the framework of cognitive linguistics, this paper explores the influence of the input frequency of preposition in English textbooks on the spatial and metaphorical semantics and the second language proficiency of English learners on the acquisition of prepositions in Chinese senior high school students. The present study is divided into two steps. Firstly, the first five volumes of the English teaching material for senior high school are used as the research textbooks. According to the research of Ma Shu-hong (2007) and Tyler Evans-2004 (2004), the semantics of the preposition in the textbook is collected and analyzed. The input frequency of preposition in space and metaphorical semantics in the textbook is obtained. Secondly, 120 senior two students from the first Middle School of 脳脳 City were selected, and their English scores were divided into three groups according to two midterm examinations and two final examinations. When the students finish the fifth book of English textbooks, the prepositions are tested. The spatial semantics and metaphorical semantics of the preposition in the test topic have all appeared in the first five volumes of English textbooks. After the test, the acquisition results of English preposition in were analyzed quantitatively and qualitatively. The result of data analysis shows that the input frequency in English textbooks has a significant effect on the spatial semantic acquisition of preposition in, and the acquisition of preposition in spatial semantics does not increase with the increase of input frequency in the textbook. The input frequency in English textbooks has no significant influence on the acquisition of metaphor semantics of preposition in, and the acquisition of preposition in metaphor does not increase with the increase of input frequency in the textbook. Based on the relevant theories and post-test interviews, it is found that the preposition in semantics is typical, the mother tongue transfer, and the input distribution of the preposition in semantics in the textbook. The second language level of English learners has a significant effect on the spatial semantic acquisition of preposition in, and the spatial semantic acquisition of preposition in increases with the improvement of L2 level. The second language level of English learners has a significant influence on the acquisition of metaphor semantics of preposition in, and the acquisition of metaphor semantics of preposition in increases with the improvement of second language level. Based on the relevant theories and post-test interviews, it is found that students' motivation, the use of English textbooks and effective learning methods will affect the preposition acquisition of students in general. The interaction between input frequency and L2 level in English textbooks has no significant effect on the acquisition of preposition in spatial and metaphorical semantics. The influence of input frequency of spatial and metaphorical semantics on learners' acquisition of preposition in is not affected by the learner's second language level. This study has some theoretical and practical significance in the field of input frequency and preposition acquisition, and provides some opinions and suggestions on the compilation of textbooks, teaching of preposition semantics and acquisition methods of preposition semantics.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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